lesson plan

1. PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: María Suyai Navarro
Institución educativa: Colegio Francisco Pascasio Moreno
Año y sección: 1°A
Nivel lingüístico del curso: Beginner
Cantidad de alumnos: 24
Tipo de Planificación: Clase
Unidad Temática: Introducing ourselves!
Clase Nº: 7, 8, 9
Duración de la clase: 120 min.
Fecha de la clase: 23/06/2023
Fecha de entrega de la planificación: 14/06/2023

2. Learning Aims
During this lesson, learners will be able to…
 To develop speaking skills by asking yes/no questions and answering them
 To improve understanding about differences between the different forms of
the sentences.
 To develop listening skills by listening to the teacher´s explanations and
examples
 To develop logical thinking by analyzing the picture of the game and making
assumptions based on the information obtained through the questions.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Adjectives: brilliant,
fantastic, interesting,
boring, etc.
Colours
Numbers 1-20
School objects
To state negative and
affirmative sentences
Affirmative and negative
sentences.
“She is/she isn’t…/He is/
He isn’t… They are/they
aren’t…”
N
E
W
Vocabulary about toys:
skateboard, tablet, video
games, board game, etc.
To make yes/no
questions
To give short answers
“Is it…/ Is she…/ Is
he…?
Are they…? Are you?”
Materials

3.  Photos of Student ID from Harry Potter’s characters
 Student’s book
 Flashcards about school objects and toys

5. Procedures
 Timing: 5 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The student teacher will greet the students, and write down the date on the board,
ask them to do the same on their notebooks. Then she will call the roll. After waiting
for everyone to settle down, she will start the lesson.
 Transition comment to link each stage of the lesson with the next one
“So, let’s look at this Students ID, from Harry Potter story.”

6.  Timing : 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The teacher will show them three photos of different characters from Harry Potter
story. The teacher will stick the first photo on the board and ask “Is she
Hermione?”. Then, while waiting for their answer, the question will be written. The
students will say that she is not Hermione, that she is Luna. The teacher will write
the affirmative statement below the question.
“Is she Hermione?
She is Luna Lovegood.”
She will do the same with the photos of the other two characters.
 Scaffolding strategies
When asking the question, the teacher will point to the personal pronoun
and the person in the photo as a way to revise the meaning of these
words.
The teacher will write the personal pronouns and verb to be with a different
colour so that they can find the difference visually.
 Transition comment to link each stage of the lesson with the next one
“Alright! So they are not Hermione, Ron or Harry. They are Luna, Cedric and Malfoy.”
 Timing: 15 minutes
 Activity description and instructions as they will be said to students
(include direct speech)

7. Then, she will ask them what the difference is between the first and the
second sentence. They will probably say that the first one is a question,
because of the question mark. Then, she will ask what other difference they
can find. The students will probably say the order of words. So the teacher
will agree with them and continue explaining. “If you compare, these
sentences are affirmative,” the teacher will write “affirmative sentences” next
to these sentences, “the names are first in the sentence, and then, the verb
to be, right? But in these sentences the order is different. In interrogative
sentences, questions, verb to be comes first, and personal pronouns or
names, second place. Look at these sentences. The teacher will write two
more affirmative sentences.
“Ron is a fantastic friend.”
“Hermione is a brilliant student.”
“Are these questions?” The students will say no, “that’s right, the name is first
and then the verb,” the teacher will underline the words in the same colours
as in the first examples. Then, she will write the word “Questions” and ask
them to say a question from those sentences. After they have answered
correctly the teacher will write the questions on the board.
“Ron is a fantastic friend.” Affirmative
“Hermione is a brilliant student.” sentences
“Is Ron a fantastic friend?” Interrogative
“Is Hermione a brilliant student?” sentences
After giving them time to copy on their folders, the lesson will continue on the

8. book. “So let’s go to the book, on page 15.” In the first activity of the page,
there is a chart to complete with verb to be. “Who can read the examples in
the book?” Then, the teacher will remind the students that each personal
pronoun has its own verb form. The chart will be completed orally.
 Scaffolding strategies
While explaining, the teacher will point to the names and verbs of each
sentence, so that they remember or understand the concept of
names/personal pronouns and verbs.
When mentioning the order of words, the teacher will use her fingers as a
way to show first and second place, in case they do not remember the ordinal
numbers.
 Transition comment to link each stage of the lesson with the next one
“Great! Now, let’s work on the following activities.”
Practice
Activity 1: Making questions
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
For this activity, the teacher will explain with a different example on the board.
She will write:
Is you a fantastic footballer?
Are Messi a student?

9. The students will be asked to match the corresponding parts of the sentence.
“What is correct: is Messi or are Messi? Are you or is you? The students will
say is Messi, “Yes, remember to replace the name for a personal pronoun:
Messi is “he”.” Then, she will ask to choose the last part of the question. They
will read the other question orally.
After this, they will work in activity 2 from the book. Once they have finished,
they will check these questions orally and they will be written on the board by
the teacher.
 Scaffolding strategies
The teacher will match with an arrow each part of the question of the chart on
the board, as a guide, and then the question will be written on the board, just
as in the book.
 Transition comment to link each stage of the lesson with the next one
“Alright, so these questions have answers. Let’s see!”
Activity 2: Short answers
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The teacher will erase the questions on the board but leave the one about
Messi.
“Is Messi a fantastic footballer?”
Then, she will explain that for short answer, yes or no, we need a personal
pronoun. She will write “he” above Messi and then write “yes” next to the
question, and then write “he is.”
“Is Messi a fantastic footballer? Yes, he is.”

10. Then, she will provide another example, and ask the students. She will write
the personal pronoun above the noun and then answer the question.
“Is Maths interesting? No, it isn’t.”
“Pay attention to the personal pronoun and the verb to answer. If you say no,
the verb is negative (isn’t), if you say yes, the verb is affirmative (is). Now,
let’s complete the chart together.”
The teacher will read one by one as the short answers are numbered. She
will wait for the students to complete the short answers with the missing word.
 Scaffolding strategies
The teacher will use different colours to highlight the replacement of
names with personal pronouns.
If it is necessary, the teacher will write the chart on the board, so that
it is clearer for them to follow while they complete.
 Transition comment to link each stage of the lesson with the next one
“Awesome! Now let’s complete the following dialogue.”
Activity 3: Choosing the correct option.
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
For this next activity, a dialogue between a teacher and a student will be
analyzed and the students will work on their own. The teacher will ask them
to pay attention to the verb and the personal pronouns.
Then, two students will read the dialogue with the correct option.

11.  Scaffolding strategies
The teacher will walk around and help those students who struggle with
the grammatical structure of questions and answers.
 Transition comment to link each stage of the lesson with the next one
“Great! So now let’s answer some questions about this dialogue.”
Activity 4: Answering questions.
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
This activity will be done orally. The teacher will write the numbers 1 to 6, for
the corresponding short answers, and different students will read one
question aloud. Then, the teacher will write the answer on the board.
 Scaffolding strategies
For this activity, the teacher will write the names on the board with the
corresponding personal pronoun in case the students struggle to understand
the short answer.
 Transition comment to link each stage of the lesson with the next one
“Very good! Is not so difficult right? Let’s have some rest and enjoy the break!”
Activity 5: Complete the dialogue
 Timing: 10 minutes.
 Activity description and instructions as they will be said to students
(include direct speech)
After coming back from the break, the students will continue working with the
last activity from the page. For this last activity, the students will have to
complete with one or two words that are missing in the question or the

12. answer. Again, the teacher will write the numbers 1 to 8, corresponding to the
missing parts of the dialogue. Once they have finished, they will check it
orally, while the teacher writes the answer on the board.
 Scaffolding strategies
The teacher will walk around and help those students who struggle with the
grammatical structure of questions and answers.
 Transition comment to link each stage of the lesson with the next one
“Now it’s your time to ask questions! Let’s play a game!”
Production
Activity: Guess what!
 Timing: 20 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The students will be divided into two groups. Each group will receive the
same number of pictures. One group will choose one picture and say
when they are ready to answer questions. The other group will have 4
questions to make using the grammatical structure learned. These
questions will help them to find the picture the other group have chosen.
If they find the correct picture, they win one point. Then the other group
will do the same. Each question will be asked by a different student, so
that everyone participates and practices their speaking skills.
For this game, they can use the vocabulary they learnt about adjectives,
colours, numbers, etc., to make questions. To add a wider variety of
options, vocabulary about toys will be added, but this will be shown first.
As these cards will be flashcards, they will be self-explanatory and easier
for them to understand.
The teacher will play once as an example.

13. “Is it a school object?
Yes, it is.
Is it blue? No, it isn’t.
It’s a ruler? Yes, it is!”
 Scaffolding strategies
The teacher will play once as an example of how to play it. She will write some
possible questions on the board, to remind them that they can also have
singular or plural personal pronouns.
The teacher will help each group in case they still find it difficult to make
questions or answer.
 Transition comment to link each stage of the lesson with the next one
“That was fun! Great team work!”
 Timing: 5 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
“So for this lesson, we learned about questions. Now, we can make
affirmative, negative and interrogative sentences.” The teacher will write:
“It is a fun game.
It isn’t fun, it is boring.
Is it a boring game?”
“With a simple change, we can make different forms of sentences. Great work! See
you next class!”

14. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Good job! Keep on exposing students to the target structures and
vocabulary in context.
What a pity you forgot to include a picture of the activities from the book!
I could not truly assess the entire plan. Make sure you always include all
resources.